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Discussion Board

The thread must be between 400–600 words, demonstrate course-related knowledge, integrate biblical principles, and include at least 1 scholarly source in addition to/other than the textbook/course material and the Bible, cited in Bluebook format.

The Chthonic legal tradition introduces the idea that even at the most basic level of society there are legal traditions. In the textbook, the author divides the Chthonic identity into two basic models. Briefly explain these two models, and provide at least 2 examples of the current exchange of Chthonic and western legal information. Are there any similarities between the Christian tradition of oral history and the Chthonic tradition?

Glenn: Chapters 1 — 3

H. Patrick Glenn, Legal Traditions of the World (5th ed. 2014). ISBN: 9780199669837.

discussion board

Texas Woman’s University
Internship in Health Education: Spring 2022

Weekly Log
Student’s Name: Student ID #:
Internship Site Supervisor’s Name:
Internship Site Organization:
Week of:
Description of Tasks and Alignment to the Areas of Responsibility:

Date: Monday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Date: Tuesday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Prasannata Batas 1292024
Ana Santiago

Crossroads Community Service

3/21-3/27

This week relating to area III: I prepared food crates and boxes neededfor clients
nutritional needs. For area I: I assessed the low income family needs to provide proper
nutritious food. For area VI: I asked clients about survey questions to determine what
resources or health information they need.For area V: I I demonstrated good
leadership skills when training others.For area VII: I created a flier to give education
regarding the Obesity topic to the clients.

3/21 8:16 am 4:15 pm

Prepared food crates and boxes
needed for clients nutritional
needs.

Area III: Implement health
education/promotion.

3.2.Train staff members and volunteers
involved in implementation of health
education/promotion.

3/22 8:24 am 4:22 pm

Ask clients survey questions to
determine what resources or
health information they need.

Area VI:Serve as a health
education/promotion resource
person.

6.1.1 Assess needs for
health -related information.

8hrs

8hrs

Date: Wednesday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Date: Thursday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Date: Friday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

3/23 8:07 am 4:06 pm

Assess the low income family
needs to provide proper
nutritious food.

Area I: Assess needs, resources
and capacity for health
education/promotion.

1.1.1 Define the priority
population to be assessed.

3/24 8:07am 4:07pm

When training others I
demonstrated good leadership
skills .

Area V : Administer and Manage
health education/promotion.

5.5 Demonstrate
leadership .

3/25 8:00 am 6:00pm

Created a flier to give education
regarding the healthy diet plan to
the clients.

Area III: Implement health
education/promotion.

3.1.2.Develop materials to
implement the plan.

8hrs8hrs

8 hrs

10hrs

Date: Saturday/Sunday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Total Hours Worked This Week:

Total Hours Worked to Date:

Student’s Signature:

Date:

Site Supervisor’s Signature:

Date:

3/26-3/27 8:00 am 6:00 pm

Created a flier to give education
regarding the Obesity topic to the
clients.

Areas VII:: Communicate, Promote,
and Advocate for Health, Health
Education/Promotion, and the
Profession

7.2 Engage in advocacy for
health and health
education/promotion.

52 285.75

3/29/2022

3/29/2022

10 hrs

Discussion Board

 

This week I propose a different sort of discussion board.

Imagine you are the music director for the documentary film version of Professor Campbell’s Drug War Zone: Dispatches from the Streets of El Paso and Juárez. As music director, you are charged with choosing the title song for the documentary of the book.

What title song would you choose for the documentary, Drug War Zone?

Here are the questions/instructions you need to respond to:

1. The name of the song, and who sings it or who plays on it. Why are they the artist you have chosen?

2. Provide a link to a Youtube video or Vimeo video (or any video or MP3 or MP4 file that is freely available (in other words, not behind a paywall or firewall)).

3. No more than three sentences (think of it as the length of a Tweet) explaining why you chose that particular song for the film version of Drug War Zone. The idea is to relate the song to the book, Drug War Zone. So answers that run in the vein of, “I chose this song because I like it,” aren’t going to do very well. In fact, I think that may be a good way to fail this test.

4. Engage other students in their choice of music and yours.

The other way to fail this test is to use any song or piece of music that has appeared in any of the seasons of Narcos, or, any of the music used in Sicario or the sequel to Sicario. The requirement is to be original not derivative. If you use any of the theme or title music to Jack Nicholson’s The Border, I’ll be supremely disappointed, too.

Beware, too: we aren’t talking about a song which brings to mind Juárez or El Paso but Juárez and El Paso. This is a very important conceptual point and is very important in how Professor Campbell structured his book. So… if you think you can use some banda from Sinaloa and squeak it past me then you are most certainly barking up the wrong tree. (By the by, I know my narcocultura from Sinaloa. I was a translator for slain Mexican journalist Javier Valdez Cárdenas — but that’s another story and it’s not really one that I like to talk about, save to say, I know Sinaloa…)

Dig into your prodigious knowledge of contemporary or classical music, folks.

Suprise me!

discussion board

Texas Woman’s University
Internship in Health Education: Spring 2022

Weekly Log
Student’s Name: Student ID #:
Internship Site Supervisor’s Name:
Internship Site Organization:
Week of:
Description of Tasks and Alignment to the Areas of Responsibility:

Date: Monday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Date: Tuesday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Prasannata Batas 1292024
Ana Santiago

Crossroads Community Service

3/21-3/27

This week relating to area III: I prepared food crates and boxes neededfor clients
nutritional needs. For area I: I assessed the low income family needs to provide proper
nutritious food. For area VI: I asked clients about survey questions to determine what
resources or health information they need.For area V: I I demonstrated good
leadership skills when training others.For area VII: I created a flier to give education
regarding the Obesity topic to the clients.

3/21 8:16 am 4:15 pm

Prepared food crates and boxes
needed for clients nutritional
needs.

Area III: Implement health
education/promotion.

3.2.Train staff members and volunteers
involved in implementation of health
education/promotion.

3/22 8:24 am 4:22 pm

Ask clients survey questions to
determine what resources or
health information they need.

Area VI:Serve as a health
education/promotion resource
person.

6.1.1 Assess needs for
health -related information.

8hrs

8hrs

Date: Wednesday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Date: Thursday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Date: Friday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

3/23 8:07 am 4:06 pm

Assess the low income family
needs to provide proper
nutritious food.

Area I: Assess needs, resources
and capacity for health
education/promotion.

1.1.1 Define the priority
population to be assessed.

3/24 8:07am 4:07pm

When training others I
demonstrated good leadership
skills .

Area V : Administer and Manage
health education/promotion.

5.5 Demonstrate
leadership .

3/25 8:00 am 6:00pm

Created a flier to give education
regarding the healthy diet plan to
the clients.

Area III: Implement health
education/promotion.

3.1.2.Develop materials to
implement the plan.

8hrs8hrs

8 hrs

10hrs

Date: Saturday/Sunday Time In: Time Out: Hours Worked
On-Site:

Task Area of Responsibility Specific Competency or
Sub-competency

Total Hours Worked This Week:

Total Hours Worked to Date:

Student’s Signature:

Date:

Site Supervisor’s Signature:

Date:

3/26-3/27 8:00 am 6:00 pm

Created a flier to give education
regarding the Obesity topic to the
clients.

Areas VII:: Communicate, Promote,
and Advocate for Health, Health
Education/Promotion, and the
Profession

7.2 Engage in advocacy for
health and health
education/promotion.

52 285.75

3/29/2022

3/29/2022

10 hrs

Discussion Board

4. Kehinde Wiley, NAPOLEON LEADING THE ARMY OVER THE ALPS, 2005

You write a clear, concise, and persuasive analysis, in your own words, for the 1 artist and their work that you select from the list above.  The analysis should convince your reader of the validity of your objective interpretation.  I’m looking for a paragraph or two that interweaves the following information:

  • Appropriate course terminology.
  • Your thoughts backed up by evidence. I don’t want to see a string of quotes (which is plagiarism) – think critically.
  • Visually analyzes the artwork: What FEA & PoD are used most prominently in the artwork? Why does the artist make those choices? What medium does the artist choose? 
  • Contextually analyzes the artwork: How does the artwork relate to the time in which it was created? When? Where? What was happening politically, socially, economically, etc., that the artists were responding to? 
  • Thematically analyzes the artwork: What are the major themes are present in the artwork? And how are they applied?
  • Clearly state your objective interpretation of the artwork. This should be the result of thinking critically about the object’s original context, key ideas & characteristics of the movement, FEA, PoD & the major themes of art. 

Finally, you will ask a challenge question for your peers to answer.  Questions and responses to them should: 

  • Derive from course material
  • Center on thinking about the art object in myriad ways. 
  • Not be too obscure, obvious or off topic
  • Challenge each other to think critically about the art object & it’s context. 
  • Focus on developing ideas – think about other themes that may apply to deepen the discussion.

Discussion Board

4. Kehinde Wiley, NAPOLEON LEADING THE ARMY OVER THE ALPS, 2005

You write a clear, concise, and persuasive analysis, in your own words, for the 1 artist and their work that you select from the list above.  The analysis should convince your reader of the validity of your objective interpretation.  I’m looking for a paragraph or two that interweaves the following information:

  • Appropriate course terminology.
  • Your thoughts backed up by evidence. I don’t want to see a string of quotes (which is plagiarism) – think critically.
  • Visually analyzes the artwork: What FEA & PoD are used most prominently in the artwork? Why does the artist make those choices? What medium does the artist choose? 
  • Contextually analyzes the artwork: How does the artwork relate to the time in which it was created? When? Where? What was happening politically, socially, economically, etc., that the artists were responding to? 
  • Thematically analyzes the artwork: What are the major themes are present in the artwork? And how are they applied?
  • Clearly state your objective interpretation of the artwork. This should be the result of thinking critically about the object’s original context, key ideas & characteristics of the movement, FEA, PoD & the major themes of art. 

Finally, you will ask a challenge question for your peers to answer.  Questions and responses to them should: 

  • Derive from course material
  • Center on thinking about the art object in myriad ways. 
  • Not be too obscure, obvious or off topic
  • Challenge each other to think critically about the art object & it’s context. 
  • Focus on developing ideas – think about other themes that may apply to deepen the discussion.